Investigating the Influence of social factors on learning performance in collaborative learning environments

Abstract

Developing classrooms for active learning is a more popular component about higher education institutions' instructional efforts to interest and engage students in their academics. Social elements have been determined to impact student learning performance and participation in collaborative learning. This research examined social factors' capacity to encourage collaboration and participation and whether these concepts mediate in connecting social factors and student learning outcomes. The student's academic conduct has been observed using the constructivism theory. Students at universities completed surveys to provide that data. Results assessed using Structural Equation Modelling (SEM) show that societal factors, including connection, social connection, and usage of social media, improve active learning with peers also teachers, collaboration in Education, and participation of students, impacting educational performance. The results support this study's use of two-fold mediation. Online learning should be encouraged because it affects students' academic development in higher education institutions' teaching and learning. Collaborative learning and social component involvement have been found to enhance student learning activities.